PEP人教版六年级上英语Unit 2 Part B Read and write 第五课时优质课教案.doc

1、第 3 页 共 7 页 The fifth period（第五课时）（第五课时） Part B Read and write 教学内容与教学内容与目标目标 课时教学内容 课时教学目标 Read and write 通过头脑风暴活动汇总自己所知的各种上学方式，激活已有的背景知识和储备词汇 通过阅读问题训练，能够在语篇中寻找关键词，并能就细节进行推理 能够根据示范的海报完成安全海报的设计 能够根据例句提示在文段中找到更多同类现象，最终正确朗读句子 教学重点教学重点 能够听懂、读懂“Read and write”板块的短文，并能够根据短文内容完成相应的练习。 教学难点教学难点 能够了解不同国家的文化

2、差异和出行方式。 教学准备教学准备 1.预习本课时的相关内容。预习本课时的相关内容。 2.PPT 课件课文录音视频、交通信号灯模型等。 教学过程教学过程 Step 1: Pre-reading 1. Greetings. 2. Review. Hold a model of traffic lights. Talk with students. T：What do the traffic lights mean? Ss：Red means Green means Yellow means T：You are so clever! Do you know different countries

3、have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countriesways of transportation? Now, lets see what we will learn today! 3. Lead-in. Show some pictures. (出示课件) Help students know the names of

4、 these places. Students read after the teacher. Teaching purpose 通过与学生互动，调动 学生参与课堂的积极性。通 过复习旧知引入本课将要学 习的内容，为后面的学习做 好铺垫。 第 4 页 共 7 页 Step 2: While-reading 1. Brainstorm. T：How many ways can you think of to go to school? Please talk with your partner. Students do the “Brainstorm”. Gather all the ways

5、they know to go to school. （ 课 件 出 示 ： 本 单 元 学 过 的 上 学 的 方 式 by car/bus/bike/subway/taxi/plane/ship/train 和 on foot 的相关内容） 2. Look and predict. Show the picture of “Read and write” on the PPT. （课件出示：教 材 P18 Read and write 板块爷爷和 Robin 交谈的插图） Let students observe the pictures，read the dialogue and dis

6、cuss the questions. Questions： 1Who are they? (Robin and Wu Yifans grandpa. And Grandpa is ill.) 2What does Robin want to do? (He wants to read a magazine to Grandpa.) Whats the magazine about? (Different ways to go to school in different countries.) 3. Listen and say. (1)Show the four pictures one

7、by one. （课件出示：依次出示教材 P18 Read and write 板块的四幅图片）Let students observe the pictures and discuss the questions. Questions: Who are they? (They are students/kids/children.) Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.) How do they go to school? Let s

8、tudents read the text quickly and find the ways of the children to go to school. (2)Play the recording. （课件出示：教材 P18 Read and write 板块 的音频）Let students listen to it and answer the questions below the passage in the book. (3)Check the answers. 4. Learn the new words and sentences. (1)Play the recordi

9、ng again. （课件出示： 教材 P18 Read and write 板块的音频） Lead students to learn the new words and sentences. Show the picture of the sled and do the action to help students understand the phrase “by sled”.（课件出示：雪橇图片） Teaching purpose 通过问题引导学生观察 并讨论图片，借助图片预测 教学内容，培养学生的观察 能力和逻辑推理能力。通过 预测教学内容激活已有知 识，并提取与文本有关的知 识，

10、进入文本话题。 Teaching purpose 引导学生带着问题阅读 文本，整体感知文本，获取 有用信息。利用问题逐步引 导学生理解文本，逐步跟随 文本学习新句型。 Teaching purpose 运用任务型教学方法， 设计不同的任务， 环环相扣， 逐步引导学生跟随文本学习 新词汇、新句型，对重点句 型进行认知和操练，突破教 学重点，降低学习的难度。 第 5 页 共 7 页 Do the action fast first, then do the same action slowly. Let students understand the word “fast”. Ask studen

11、ts to do and say the sentences “Some kids go to school by sled. Its fast.” “Dont let the dogs run too fast. You must drive slowly.” Show the pictures of a boat, a ferry and a ship on the PPT. Help students understand the differences among “ship, boat and ferry”. Do the action and teach the phrase “b

12、y ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry.And dont run on the ferry.” Write down the sentence structure “Some kids go to school by” on the blackboard. Do the actions and let students use the sentence structure to make sentences. Lead s

13、tudents to look at Picture 4.Ask them to read the sentences and try to answer the questions. T：How do the children in Papa Westray go to school? Ss：By ferry. T：How did they go to school in 2009? Ss：By plane. T：Why? Ss：Because the ferry didnt work. (2)Play the recording. （课件出示：教材 P18 Read and write 板

14、块 的音频）Let students read after the recording. Pay attention to the pronunciation and the intonation. 5. Read and choose. (1)Let students practice the passage. (2)Let students act out. (3)Let students retell the ways of the kids to go to school in groups by looking at the pictures. (4)Let students giv

15、e some suggestions for the kids. Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18. Teaching purpose 播放录音,让学生听录 音跟读。引导学生按照正确 的意群及语音、语调朗读对 话。 Teaching purpose 利用插图引导学生分组 复述

16、原文。最后，带领学生 阅读后文给出的关于选择不 同交通方式的建议，引导学 生对前文的孩子们的不同的 出行方式提供合适的建议。 第 6 页 共 7 页 6. Practice the words and the sentences. (1)Play the game of “Drive the train”. Make up a chant of the words and the phrases. Ask students to chant it one by one in lines. Give a sticker to the student who does a good job. (2

17、)Play the game of “Roll the snowball”. Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, dont go at a red light.” Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second studen

18、t says “some kids”. The third student says “some kids go” Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly. S

19、tep 3: Post-reading 1. Play the recording of “Tips for pronunciation”.（课件出 示：教材 P19 Tips for pronunciation 的音频） Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say m

20、ore words like these from the text on page 18. 2. Do a survey. (1)Make a model： A: How do you go to school? B: I go to school by/on (2)Let students ask and answer in groups. Finish the chart. (课件出 示：调查表) Then let the group leader make a report with the sentence structure “ goes to school by/on” 3. M

21、ake a poster. (1)Let students list the ways of the group members to go to school. (2)Let students write down at least two suggestions for each way. Make a model: By ferry, you must wear a life jacket. / Dont run on the ferry. (3)Let students make a poster in groups. (4)Show time. 板书设计板书设计 Teaching p

22、urpose 滚雪球游戏可以锻炼学 生的快速反应能力，让学生 在游戏中进一步巩固所学知 识，加深对本课重点词汇和 句型的理解， 体现在玩中学、 学中玩的思想，让学生在课 上及时吸收消化所学知识。 Teaching purpose 利用小组调查活动，创 造学生说英语的机会，使学 生能够在实际情景中运用核 心词汇和句型。 Teaching purpose 紧密联系前面布置的小 组调查活动，环环相扣，让 学生能够在熟练运用核心词 汇和句型之后,自由设计海 报，学以致用。 第 7 页 共 7 页 作业作业设计设计 1. Read after the recording. 2. Do the exerc

23、ises. 教学反思教学反思 1. 在本堂课中，以学生为主体、训练为主线，开展多类型的小组活动，使学生在学中用、用 中学。学用结合，激发学生的多元智能学习能力。 2. 这节课以句型教学为主，配以简单的词组来运用所学句型。采用 chant、滚雪球等多种形 式来逐步引导学生操练词汇和句型，有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富， 易操作， 且具备层次感， 有效地提升了学生的核心素养。 以学生为本， 以解决问题为导向，引导学生自主学习。 4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助 学生在真实情景中自然地使用所学语言。 Teaching C

24、ontents & Teaching Aims Read and write Gather all kinds of ways to go to school they know through the brainstorm and activate the background knowledge and the vocabulary they have learned. Be able to find the key words in the text and reason about details through solving the problems below the text.

25、 Be able to complete the design of a safety poster according to the demonstration poster. Be able to find more similar sentences in the passage according to the example sentence prompt and read the sentences correctly. Teaching Priorities Be able to listen and read the passage and complete the corre

26、sponding exercises according to the passage. Teaching Difficulties Be able to learn about the cultural differences and the ways of travelling in different countries. Teaching Procedures 第 8 页 共 7 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Pre-reading 1. Greetings. 2.

27、Review. 3. Lead-in. 1. Greetings. 2. Look and talk with the teacher. 3. Look and learn the names of the places. Read after the teacher. Review the words and the sentences. Stimulate students interest in learning and lead in the topic. Prepare for the next part. While-reading 1. Brainstorming activit

28、y. Ask students to do the “Brainstorm” . Gather all the ways to go to school Do the brainstorming activity.Lead students to predict the content before listening to the recording. Cultivate students observation ability and logical reasoning ability. Prepare for the next study. 2. Look and predict. Lo

29、ok at the picture and discuss the questions. Predict the main idea. 3. Listen and say. (1)Show the four pictures one by one. Let students observe and discuss the questions. (2)Play the recording. (3)Check the answers. (1)Observe the pictures and discuss the questions. (2)Listen and answer the questi

30、ons. (3)Check the answers. 4. Learn the new words and sentences. (1)Play the recording again and show the pictures. Lead students to learn the new words and the sentences. (2)Let students read after the recording. (1)Learn the new words and the sentences and answer the questions. (2)Read after the r

31、ecording. Stimulate students interest in learning. Train studentsability of responding quickly. Practice the key words and sentences. Reduce the difficulty of learning. 5. Read and choose. Practice the passage and act out. Retell the passage and choose the suitable suggestions. 6. Practice the words

32、 and the sentences. (1)Play the game of “Drive the train”. (2)Play the game of “Roll the snowball”. Practice the words and the sentences by playing the two games. 第 9 页 共 7 页 （续表） Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Post-reading 1. Play the recording of “Tips for

33、 pronunciation”. 2. Do a survey. （1）Make a model. （2）Let students ask and answer in groups.And let the group leader make a report with the sentence structure “goes to school by/on” 3. Make a poster. 1. Listen and compare, then find out the rule of pronunciation. Listen again and repeat. Then find an

34、d say more words like these from the text on page 18. 2. Do a survey. 3. List the ways of the group members to go to school and write down the suggestions. Make a poster and show it to the class. Create opportunities for students to speak English. Consolidate the new words and sentences of this unit. Make sure students can use the key vocabulary and sentence structures in real situations. Homework 1. Read after the recording. 2. Do the exercises.